NSG 4220 – 06001 Population Health Nursing

Posted: February 15th, 2023

NSG 4220 – 06001 Population Health Nursing
Assignment Overview:
1. Read the Instructions for Population Health Assessment & Prevention Project
• Use the Population Health Assessment & Prevention Project template
Refer to your responses in previous checkpoints and discussions to assist you in completing this assignment.
2. This assignment should have a title page and reference page in APA format.
3. The project should be uploaded to the dropbox upon completion.
Download Example sections for Unit 5 Population Health Assessment & Prevention ProjectOpen this document with ReadSpeaker docReader
Follow the directions within each section of the assignment. For items I-V record the information on the template provided. Be sure to follow the directions closely in each section.
Use this template to complete the assignment: NSG 4210 Population Health Assessment & Prevention Project
Be sure to add a title and reference page!
Part I – Windshield Survey: Drive through your community on different occasions (day vs evening and weekday vs. weekend) to observe and gather data to complete Part 1)
As you assess each area consider the impact on the health of the community and potential community needs (intervention). For example:
• The effect of the physical environment; contamination of air or water; safe sidewalks for walking; or the quality of housing and potential impact on health outcomes.
• Consider the implications of reduced access to health care services, food, or emergency care.
• Consider the implications of educational and work/economic opportunities.
• Consider the impact of social determinants on health outcomes (for example: relationship between older homes in the community and high rates of lead exposure in children under the age of 5).
• Think about individual behavior, health beliefs/values or perspectives and the effect on the implementation of health promotion and disease prevention strategies?
• Observe where and when people “hang out” and their behavior. Are kids playing in the street due to lack of parks/recreation facilities or are the parks/recreation areas unsafe (observe who is “hanging out” in the parks/recreational facilities).
Part II – County Data:
Go to https://www.countyhealthrankings.org/explore-health-rankings
Links to an external site.
Review the data on the Robert Wood Johnson (RWJ) website and enter the values for your county and state as demonstrated in the template.
For each indicator/cause of death: Find one (1) interprofessional resource that delivers programs or provides information to address each key indicator. The resource should be from either an agency/facility in your county or from your own state Department of Public Health (SDPH), which you can find by searching here: https://www.usa.gov/state-health
Links to an external site..
Part III – Community Member Interviews: Interview three Community Members (for example: police or fireman; school teacher, community member (no official title), mechanic, or librarian; business owner or store clerk/manager) to determine their perspective on the health of the community.
Part IV – Population Health Prevention Strategies: Identify indicators that present the greatest risks to population health across the lifespan for your state and county. Describe one evidence-based prevention strategy from government resources such as HP 2030, the CDC, or journal articles. Select sources published within the past 5 years; cite using APA guidelines.
Part V – Collaborative Community Planning: Meet with a healthcare member (for example: public health nurse, school nurse, Red Cross nurse, OR a healthcare professional in another discipline) in the community and present assessment findings. Collaborate with the healthcare member to review collected data for the assessed community and outline a program plan to address one priority need for a target population.

Population Health Nursing: An Emerging Field in Nursing Practice
Population health nursing is an emerging field within the nursing profession that focuses on improving the health outcomes of entire populations. As healthcare systems shift their focus from illness care to disease prevention and health promotion, population health nursing plays an increasingly important role. This article will explore the key concepts and principles of population health nursing as well as examine its growing significance in nursing practice.
What is Population Health Nursing?
Population health nursing aims to improve the health status of entire populations through evidence-based interventions, programs, and policies (American Nurses Association, 2020). Rather than focusing on individual patients, population health nurses target groups of people who share common characteristics like geographic location, age, gender, or health conditions. The goal is to address factors like access to care, lifestyle behaviors, socioeconomic conditions, and the physical environment that impact population-level health outcomes.
Some key principles of population health nursing include:
Assessing the health needs and risks of populations through data collection and analysis (CDC, 2022). This involves examining epidemiological data on disease rates, health behaviors, and social determinants.
Developing, implementing, and evaluating programs and initiatives to promote health, prevent disease, and manage chronic conditions within populations (ANA, 2020). Examples include vaccination campaigns, diabetes self-management programs, and maternal-child health home visiting.
Partnering with community organizations and public health agencies to address social and environmental influences on health, known as the social determinants of health (Robert Wood Johnson Foundation, 2022). This may involve collaborating on issues like housing, education, transportation, and food access.
Advocating for policies to improve population health through legislation, regulation, and systems-level change (ANA, 2020). Nurses can support policies addressing smoking bans, healthy eating guidelines, injury prevention standards, and more.
Emphasizing cultural competence and health equity by ensuring programs and services meet the needs of diverse populations (CDC, 2022). This requires understanding different cultural beliefs, values, and health practices.
The Significance of Population Health Nursing
As the healthcare system shifts its focus from sickness to wellness, population health nursing is playing an increasingly vital role (ANA, 2020). Some reasons for its growing significance include:
Prevention is more cost-effective than treatment. Targeting modifiable health risks and social determinants through population-level interventions can help curb rising healthcare costs associated with chronic disease (Robert Wood Johnson Foundation, 2022).
Individual behavior change is difficult without environmental support. Population health strategies address broader contextual factors that shape health choices and outcomes (CDC, 2022).
Health inequities persist. A population lens is needed to reduce health disparities linked to socioeconomic status, race/ethnicity, geography, and other social factors (ANA, 2020).
Multisectoral partnerships are key. Population health requires collaboration across community sectors beyond just healthcare, playing to nurses’ strength in building relationships (Robert Wood Johnson Foundation, 2022).
Data and technology enable more precise, tailored interventions. Advances like geographic information systems allow targeting high-risk neighborhoods or demographic groups (CDC, 2022).
As the largest group of healthcare providers, nurses are well-positioned to lead population health initiatives through their presence in communities, understanding of social determinants, and focus on health promotion (ANA, 2020). This emerging field represents a shift toward preventing illness before it occurs.
In conclusion, population health nursing applies nursing principles to improve the well-being of entire populations rather than just individuals. Its significance is growing as healthcare systems increasingly recognize the importance of prevention over treatment. Nurses play an important role in developing population-focused strategies, partnering with communities, and addressing social and environmental influences on health. As the focus shifts to wellness, population health ensures a comprehensive approach.
References:
American Nurses Association (ANA). (2020). Nursing’s role in population health. https://www.nursingworld.org/practice-policy/workforce/specialties/population-health-nursing/
Centers for Disease Control and Prevention (CDC). (2022). Population health. https://www.cdc.gov/pophealthtraining/whatis.html
Robert Wood Johnson Foundation. (2022). What is population health? https://www.rwjf.org/en/library/research/2012/12/what-is-population-health-.html

Rubric
Population Health Assessment & Prevention Project v.11.2023
Population Health Assessment & Prevention Project v.11.2023
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Windshield Survey
PSLO 2 1. Describes physical boundaries 2. Provides Google map 3. Compares map findings with driving around the community 4. Analyzes how these boundaries affect the community
threshold: 11.0 pts 15 pts
Effective: Effectively met all criteria. 10 pts
Developing: Adequately meets 2-3 criteria. 0 pts
Unacceptable: • Meets only one criterion, OR • Does not analyze the findings, OR • Does not include map, OR • No assignment submitted
15 pts
This criterion is linked to a Learning Outcome Physical Characteristics
PSLO 2 1. Describes community existence 2. Describes and analyzes Demographic Data of Community 3. Describes and assesses Community appearance
threshold: 14.0 pts 20 pts
Effective: Effectively met all criteria. 13 pts
Developing: Adequate identification and analysis of two physical characteristics of community. 0 pts
Unacceptable: • Identification and analysis of less than two of the physical characteristics of community, OR • No assignment submitted
20 pts
This criterion is linked to a Learning Outcome Psychosocial Characteristics Describes and analyzes 11 psychosocial characteristics:
PSLO 2 1. Religion, 2. health & social services 3. economy, 4. politics and government, 5. transportation, 6. safety, 7. education, 8. recreational services, 9. culture & entertainment, 10. communication/media, 11. community values
threshold: 14.0 pts 20 pts
Effective: Effectively met all criteria. 13 pts
Developing: Adequate identification and analysis of 6-10 psychosocial characteristics of community. 0 pts
Unacceptable: • Identification and analysis of less than five psychosocial characteristics of community, OR • No assignment submitted
20 pts
This criterion is linked to a Learning Outcome County Health Report Card
PLSO 2 1. Provides statistical county and state data for the 41 key indicators listed on the report card 2. Identified the 5 leading causes of death under age 75 3. Lists resources/programs (including location information) for the 41 key indicators
threshold: 17.0 pts 25 pts
Effective: Effectively met all criteria. 16 pts
Developing: Data provided for a minimum of 25 key indicators; resources/programs provided for a minimum of 25 key indicators 0 pts
Unacceptable: Data provided for less than 25 key indicators; Resources/programs provided for less than 25 key indicators or no assignment submitted
25 pts
This criterion is linked to a Learning Outcome Community Interviews
PSLO 2 1. Interviewed three community members and addressed the 6 criteria 2. Summarized findings
threshold: 11.0 pts 15 pts
Effective: Effectively met all criteria. 10 pts
Developing: Completed two-three interviews covering less than five components and summarized findings. 0 pts
Unacceptable: • Completed one interview or less, and/or • Failed to cover components, OR • Did not summarize findings, OR • No assignment submitted
15 pts
This criterion is linked to a Learning Outcome Population Health Prevention Strategies
PSLO 2 1. Provides county and state data for one key indicator in each of the 5 age groups 2. Identifies a specific targeted population in each of the 5 age groups (identify vulnerability) 3. Describes a prevention strategy to address targeted population for each of the 5 age groups (identify level of prevention) 4. Identify areas targeted for proposed strategy for each of the 5 age groups 5. Describes what nurses can do to engage in the targeted strategy identified for each of the 5 age groups 6. Provides a scholarly source for the prevention strategy identified for the targeted population in each of the 5 age groups
threshold: 17.0 pts 25 pts
Effective: Effectively met all criteria. 16 pts
Developing: Data provided for a minimum of 3 key indicators; Identified a minimum of 3 specific populations; Identified a minimum of 3 prevention strategies and 3 targeted areas; Described what nurses can do for at least 3 age groups; Provided references for a minimum of 3 identified strategies 0 pts
Unacceptable: Data provided for less than 3 key indicators; Identified less than 3 specific populations; Identified less than 3 prevention strategies and 3 targeted areas; Described what nurses can do for less than 3 age groups; Provided references for less than 3 identified strategies or no assignment submitted.
25 pts
This criterion is linked to a Learning Outcome Collaboration: Healthcare Team Member
PLSO 2 1. Collaborate and review assessment data collected with a community health member 2. Work with community health member to choose one prevention strategy and targeted population to develop a community diagnosis 3. For the solution you proposed as a strategy, develop an expected outcome, two evaluation strategies and three potential resources
threshold: 14.0 pts 20 pts
Effective: Effectively met all criteria. 13 pts
Developing: Completed two of the criteria. 0 pts
Unacceptable: Completed one or less of the criteria.
20 pts
This criterion is linked to a Learning Outcome APA, Grammar & Mechanics
Use of APA, correct spelling, and grammar 10 pts
Effective
The correct use of APA formatting has been met without error. The paper is clearly written with no errors in spelling, grammar, word order, word usage, and punctuation. 7 pts
Developing
Three to six errors in APA formatting spelling, grammar, word order, word usage, punctuation. 0 pts
Unacceptable
• The paper does not address any of the APA formatting criteria, OR • Greater than six errors in APA formatting spelling, grammar, word order, word usage, punctuation, OR • No assignment submitted.
10 pts
Total Points: 150

POPULATION HEALTH ASSESSMENT & PREVENTION
10/2022_pec
Assignment Overview

1. Read the Instructions for the Population Health Assessment & Prevention Project first.
2. Use the Population Health Assessment & Prevention Project Template to complete the project. Your data must
be typed directly into the blank template provided, NOT into the instructions.
3. This assignment should have a title page and reference page in APA format.
4. Save the project as a pdf file and uploaded to the drop box upon completion.
Instructions for the Population Health Assessment & Prevention Project:
First, you will choose part of your community to survey. Part of this project involves collecting county data, but for Parts 1 & 2, you
will choose a smaller area to survey. When/if sharing data in that portion of the project, you are encouraged to provide city data (i.e.
– population demographics, health services, area schools, etc.). If you are in a large city, such as San Antonio, Cincinnati, or Tampa,
you may narrow your initial survey for Parts 1 & 2 down to a smaller section of the city, although you might want to survey other
parts of the city as well, to get a sense of the city as a whole and fit that neighborhood or population in its context.
Sometimes, the best survey can be a combination of walking and driving. You might survey the whole city or area in a vehicle, then
use a walking survey to look closely at the area you’re most interested in. You’ll see different things and more detail on foot; you’ll
cover more ground and get a broader perspective from a vehicle. Also, consider how the time of day, week day versus weekend, and
the season will affect your survey. You may want to repeat your survey more than once in order to capture the differences between
community conditions or activities at different times.
As you assess each area consider the impact on the health of the community and potential community needs (intervention). For
example:
• The effect of the physical environment; contamination of air or water; safe sidewalks for walking; or the quality of housing and
potential impact on health outcomes.
• Consider the implications of reduced access to health care services, food, or emergency care.
• Consider the implications of educational and work/economic opportunities.
• Consider the impact of social determinants on health outcomes (for example: relationship between older homes in the
community and high rates of lead exposure in children under the age of 5).
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• Think about individual behavior, health beliefs/values or perspectives and the effect on the implementation of health
promotion and disease prevention strategies?
• Observe where and when people “hang out” and their behavior. Are kids playing in the street due to lack of parks/recreation
facilities or are the parks/recreation areas unsafe (observe who is “hanging out” in the parks/recreational facilities).
Tips to Keep in Mind:
• Make and use a checklist to ensure that you observe and address all the areas for the survey.
• Try to be unobtrusive. Not only do people act differently when they know they’re being observed, but they may also become
suspicious or hostile.
• Take notes as you go along. You may also want to shoot photos or videos with a camera or cell phone, in order to both
remember and illustrate what you’ve seen. You can add a few of those to your report if you’d like. If you wait to take notes
until after the survey is done, you may not remember everything clearly, or you may ignore important details.
• Carry identification and be mindful of safety. Don’t stay in an area if you feel unsafe.
Part 1: Windshield Survey
Component: Windshield Survey – Boundaries (include map)
Assessment
Directions: Describe physical boundaries: Highways, railroad tracks, natural bodies of water or mountains etc. that mark the
boundaries. Locate your community on a Google map and compare to your findings from driving around the community. Are the
boundaries as evident as the physical boundaries observed? Include the map where boundaries can be seen.

Component: Physical Characteristics
Assess and Analyze Findings

Community Existence: How long has the community been in existence?
Demographic Data: People: What type of people do you see? For example, young, old, homeless, families, or loners. Who lives in the
community? Are there identifiable racial and ethnic groups (provide demographic data)? Do particular groups seem to live in
particular areas?
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How Does the Community Look: Examine and consider (some hyperlinks take you to information on the Community Tool Box site):
• Housing. What is the age and condition of housing in the neighborhoods you’re surveying? Are houses and apartment buildings
kept up, or are they run-down and in need of repair? Are yards neat or overgrown?
• Other buildings. Are the buildings mostly or fully occupied? Do public and commercial buildings seem accessible to people with
disabilities – ramped, street level entries, etc.?
• Public spaces. Are there public spaces where people can gather? Are they well kept up? Do they have seating areas, trees and
plants, attractive design, cafes or food vendors, or other features meant to encourage people to use the space? Who uses these
spaces? Is there diversity?
• Culture and entertainment. Are there museums, libraries, theaters, restaurants, clubs, sports stadiums, historic sites, etc.? Are
they accessible to all parts of the community (centrally located, reachable by public transportation)? Do they reflect the cultures
of community members?
• Streetscape. The streetscape is the environment created by streets and the sidewalks, buildings, trees, etc. that line them. Are
there trees and/or plants? Are there sidewalks? Are building facades and storefronts attractive and welcoming? Are the streets
and sidewalks relatively clean? Are there trash cans? Is there outdoor seating?
• Street use. Are there people on the streets at most times of day? In the evening? How late? Do they interact with one another?
Are streets and sidewalks well-lit at night?
• Signs. What languages are business signs in? Are traffic signs informative? Are there signs directing people to various parts of the
community (downtown, museums, highways, etc.)?
• Land use. How much open space is there? How are residential, commercial, and industrial areas distributed? Do major roads or
railroad tracks divide neighborhoods, or are they on the edges of the community?
• Infrastructure. What is the condition of roads, bridges, sidewalks, etc.? Are there differences in these conditions from one area of
the community to another? Do all parts of the community seem to be equally served by electricity, water, phone, fiber optic,
wastewater treatment, waste disposal, and other infrastructure services?
• Environmental quality. How much usable green space is there, and is it scattered throughout the community? Is there smog or
haze? Does the air smell of smoke, garbage, car exhaust, chemicals, industrial waste, etc.? Does the water in streams, ponds,
lakes, etc. seem reasonably clear?
Component: Psychosocial Characteristics
Assess and Analyze Findings
POPULATION HEALTH ASSESSMENT & PREVENTION
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Religion: What types of religious institutions/organizations do you see? How many? Any data about number of people who attend religious
institutions? Do the institutions of one particular religion or sect dominate? Are there separate houses of worship for people of different
ethnicities or races, even if they share the same faith?
Health & Social Services: What evidence of acute or chronic health conditions such as, drug addiction, alcoholism, or mental illness do you
observe? What types of clinics, hospitals, doctor offices, etc. are there? Is the hospital accessible to community members? Do you see childcare
facilities? Do you see homeless or abuse shelters? Food banks, welfare offices, etc.? Are they concentrated in a particular area? Are they easy to
reach by public transportation?
Economy: Is it a thriving community or a struggling community? What kind of businesses or industries are there? Are there shopping centers or
neighborhood stores? Is there a mix of large and small businesses? Are there boarded-up or vacant storefronts? Are there grocery stores within
walking distance to homes? Is there local opportunity for employment?
Transportation: How do people get around? What type of private and public transportation is available? If public transportation exists how
accessible is it and how frequently is it available and/or used? Who usually uses it and does it allow relatively easy access to all parts of the
community? Is it easy to navigate and use? How much does it cost? Are there major highways nearby? How heavy is the traffic in the community?
Is it mostly commercial and industrial (vans, trucks, etc.) or mostly private cars? Is there an issue with rush hour and/or gridlock? Is there much
bicycle traffic and/or bike lines? Are there bike racks in many places? Do you see people walking? Can people with disabilities get around easily?
Safety: What types of protective services are available, fire, police, and ambulance? Where are they located? Are they visible in the community?
Do you observe any evidence of criminal behavior? Is the community well-lit at night? Do you feel safe in the community? Crime statistics?
Politics & Government: Are there signs of political activity, such as election signs or billboards? Is political activity/participation allowed and/or
encouraged? Are there protests or demonstrations? Do people tend to get out and vote? Don’t just think in terms of national or state elections.
Consider local government and civic involvement (mayor, city council, county representative, sheriff, school board, etc.).
Communication/Media: Are there local media outlets – radio and TV stations, newspapers, Internet sites devoted to local issues? Are they
independent, or are they sponsored or run by government or corporations? Where are their facilities? What types of billboards/advertisements
do you see?
Education: Are there schools in the area? How do they look? What is the nearest elementary/middle school? Are schools well maintained? Are
there libraries? Are there children of school age visible in the neighborhood during the day? Are there two- and four-year colleges and/or
universities in the community? Where are they located? Do they seem open to the community, or do they seem self-contained and isolated?
Recreation: Where do people gather? Where do children play? Are parks used by a variety of people?? Are they well kept up? Are there sports
facilities – basketball courts, soccer pitches, baseball fields, cricket pitches, pools, etc.? Are they used at night?
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Culture & Entertainment: Are there museums, libraries, theaters, restaurants, clubs, sports stadiums, historic sites, etc.? Are they accessible to all
parts of the community (centrally located, reachable by public transportation)? Do they reflect the cultures of community members? What
evidence is there of organizations in the community? Are there service clubs – Lions, Elks, Masons, etc.? Are there other organizations – centered
around community issues, the environment, sports or leisure pursuits, socialization, etc.?
Values: What is the “feel” of the community? Your overall impression? Is the population homogeneous or integrated? Do you see indicators of
more than one ethnicity, restaurants, churches, private schools, festivals? Can you tell what the people value? Is the environment in decay or
disrepair?
Some additional thoughts to consider:
• What are the community’s outstanding assets?
• What seem to be the community’s biggest challenges?
• What is the most striking thing about the community?
• What is the most unexpected?
• Are you struck by the aesthetic quality of the community, either positively or negatively – i.e., is it particularly beautiful or particularly
ugly?

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Part II: County Health Report Card
Go to https://www.countyhealthrankings.org/explore-health-rankings
Review the data on the Robert Wood Johnson (RWJ) website and enter the values for your county and state as demonstrated below.
For each indicator/cause of death: Find one (1) inter-professional resource that delivers programs or provides information to
address each key indicator. The resource should be from either an agency/facility in your county or from your own state Department
of Public Health (SDPH), which you can find by searching here: https://www.usa.gov/state-health.
List Your STATE: ____________________________
List Your COUNTY: ___________________________

Demographics
Key Indicators
Enter County
& State Data
List one resource (county or state) for this key indicator. Include name of
program/service and address (web or physical building)
Example: % Rural 9% / 35%
Health data for Rural Health
https://www.alabamapublichealth.gov/ruralhealth/health-data.html
% < 18 years/age % 65 & older % Non-Hispanic African American % Hispanic % not proficient in English % Females % Rural List the FIVE (5) LEADING CAUSES OF DEATH under age 75 for your County. Look under Health Outcomes then Premature Death (click on (i) to find the 5 leading causes of death in your county) List one resource (county or state) for each cause of death. Include name of program and address (web or physical building) 1. 2. 3. 4. 5. POPULATION HEALTH ASSESSMENT & PREVENTION 10/2022_pec QUALITY OF LIFE & HEALTH OUTCOMES Key Indicators Enter County & State Data List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available) NOTE: no resource required for some indicators Life expectancy Low birthweight Child Mortality Diabetes Prevalence HIV Prevalence HEALTH BEHAVIORS Key Indicators Enter County & State Data List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available) Adult Smoking Adult obesity Physical Inactivity Excessive Drinking Alcohol-impaired driving deaths Sexually transmitted infections Teen births Limited access to healthy foods Drug overdose deaths Motor vehicle crash deaths CLINICAL CARE Key Indicators Enter County & State Data List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available) Primary Care Physicians Dentists Mental health providers Preventable hospital stays Mammography screening Flu Vaccinations Uninsured Adults Uninsured Children SOCIAL & ECONOMIC FACTORS Key Indicators Enter County & State Data List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available) POPULATION HEALTH ASSESSMENT & PREVENTION 10/2022_pec High school completion Unemployment Children in poverty Children in single-parent households Injury Deaths Homicides Suicides Firearm fatalities PHYSICAL ENVIRONMENT Key Indicators Enter County & State Data List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available) Severe housing problems Drinking water violations Air pollution / particulate matter Driving Alone to Work Long Commute to Work Traffic Volume Home Ownership Severe housing cost burden Broadband access Other (any additional environmental concerns?) Part III: Community Member Interviews Component: Community Member Interviews Directions: Interview 3 Community Members (choose a variety, for example: police or fireman; school teacher, community member [no official title]; mechanic; librarian; business owner or store clerk/manager; religious leader; etc.) to determine their perspective on: • Perceived health/illness beliefs, values, attitudes and practices that influence the health • Community Strengths • Community Needs • Who are vulnerable members of the community? POPULATION HEALTH ASSESSMENT & PREVENTION 10/2022_pec • Level of Safety • General Concerns This portion of the assessment will give you an idea of how people in the community perceive the community. Summarize Findings (Complete on Template) Part IV: Prevention Strategies POPULATION HEALTH PREVENTION STRATEGIES Identify indicators that present the greatest risks to population health across the lifespan for your state and county. Describe one evidenced based prevention strategy from government resources such as HP 2030, the CDC, or journal articles. Select sources published within the past 5 years; cite using APA guidelines. Hint--look here first: https://www.countyhealthrankings.org/take-action-to-improve-health Provide enough information to show you understand the recommended strategy. Clearly identify the specific population group and the strategy. Give specific information about what nurses can do to be most effective. See the example provided for Working Age Adults. You will do this for all age groups in the template. AGE GROUP KEY INDICATOR county / state data SPECIFIC POPULATION TARGETED (Is the population a vulnerable population in your community?) DESCRIBE THE PREVENTION STRATEGY (Identify if it is primary, secondary, or tertiary) AREAS TARGETED FOR STRATEGY DESCRIBE WHAT NURSES CAN DO REFERENCE IN APA FORMAT POPULATION HEALTH ASSESSMENT & PREVENTION 10/2022_pec Working Age Adults EXAMPLE ONLY Alcoholimpaired driving deaths 29% / 38% EXAMPLE ONLY Drivers in Rural Areas law enforcement officers stop drivers suspected of drinking alcohol and assess their level of impairment Major roads out in the county, especially near bars and other places that serve alcohol Get nursing groups & ED nurses to phone, email, or text their state representative to advocate for increased funding for State Troopers & more Breath testing checkpoints or sobriety stops (SS); University of Wisconsin Population Health Institute. (2021). What Works? Strategies to Improve Rural Health. https://www.countyhealthra nkings.org/reports/whatworks-strategies-improverural-health Part V: Collaborative Community Planning Component: Collaboration with Community Healthcare Team Member Directions: Meet with a healthcare member in the community with some experience and expertise (i.e. – public health nurse, school nurse, Red Cross nurse, occupational health nurse, faith community nurse, OR a healthcare professional in another discipline – physician, advanced practice nurse, dietitian, physical therapist, pharmacist, etc. that would be an important part of the team in considering the population and the potential intervention plan you might like to propose. Present your data and assessment findings to the healthcare professional. In collaboration with your community healthcare member, choose one prevention strategy listed in Part V and develop a community diagnosis and an intervention plan that considers assessment findings with a focus on determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, or premature death. (Complete on Template). 1. Develop a community diagnosis. Use the correct format: Health Risk/problem/potential of/for (specific injury, illness, or potential of, complications of, etc.) among (specific population) related to (supporting evidence of risk factors) as evidenced by (contributing factors). Examples: • Health risk of low birth rate among pregnant adolescents in downtown Memphis related to inadequate income as evidenced by insecure housing, high school dropout rates, and high unemployment rates. • Potential for accidents among children traveling to and from school related to a lack of sidewalks in the neighborhood and crosswalk guards as evidenced by children walking and crossing the streets unattended. POPULATION HEALTH ASSESSMENT & PREVENTION 10/2022_pec 2. What possible solution did you identify to address the targeted need? 3. Develop 1 expected outcome in the form of a measurable objective - delineate who, what, and when (outcome objective, process objective, management objectives). 4. Delineate 2 evaluation strategies (to determine if the intervention was successful). 5. Identify potential resources/partners needed to address targeted need (list a minimum of 3).